Historia de judea

Páginas: 10 (2305 palabras) Publicado: 21 de septiembre de 2010
Sergio Darío Padilla Abarca
Didáctica y Evaluación de las Competencias Comunicativas
Communicative Competence
Teaching Goals and Methods
This paper outlines the goals and methods that characterize language teaching in colleges and universities in the United States, and provides guidelines for implementing those methods in our very own classroom.
We are going to talk aboutCommunicative competence and that is made up of four Competence areas like linguistic, sociolinguistic, discourse, and strategic competence. So the main goal in communicative competence would be efficiency that learners should be able to make themselves understood, using their current proficiency to the fullest. They should try to avoid confusion in the message avoid offending communication partners;and to use strategies for recognizing and managing communication breakdowns.
We all have heard so many different ways to teach a second language but we are going to know what Learner-centered Instruction is and how it works and how studens can become very enthusiastic when learning a language as a L2 is tought.
Goal: Communicative Competence
Method: Learner-centered InstructionGuidelines Instruction

Goal: Communicative Competence
Language teaching in the United States is based on the idea that the goal of language acquisition is communicative competence: the ability to use the language correctly and appropriately to accomplish communication goals. The desired outcome of the language learning process is the ability to communicate competently, not the ability touse the language exactly as a native speaker does.
Communicative competence is made up of four competence areas: linguistic, sociolinguistic, discourse, and strategic.
• Linguistic competence is about how to use the grammar, syntax, and vocabulary of a language. Linguistic competence asks: What words do I use? How do I put them into phrases and sentences?
• Sociolinguistic competence isabout how to use and respond to language appropriately, given the setting, the topic, and the relationships among the people communicating. Sociolinguistic competence asks: Which words and phrases fit this setting and this topic? How can I express a specific attitude (courtesy, authority, friendliness, respect) when I need to? How do I know what attitude another person is expressing?
•Discourse competence is about how to interpret the larger context and how to construct longer stretches of language so that the parts make up a coherent whole. Discourse competence asks: How are words, phrases and sentences put together to create conversations, speeches, email messages, newspaper articles?
• Strategic competence is about how to recognize and repair communication breakdowns, how towork around gaps in one’s knowledge of the language, and how to learn more about the language and in the context. Strategic competence asks: How do I know when I’ve misunderstood or when someone has misunderstood me? What do I say then? How can I express my ideas if I don’t know the name of something or the right verb form to use?
In the early stages of language learning, instructors andstudents may want to keep in mind the goal of communicative efficiency: That learners should be able to make themselves understood, using their current proficiency to the fullest. They should try to avoid confusion in the message (due to faulty pronunciation, grammar, or vocabulary); to avoid offending communication partners (due to socially inappropriate style); and to use strategies for recognizing andmanaging communication breakdowns.

Method: Learner-centered Instruction

In language classrooms in the United States, instruction focuses on the learner and the learning process. The instructor creates a learning environment that resembles as much as possible the one in which students learned their first language. Students participate in the learning process by establishing learning goals,...
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